The Question of Preponderant Causation in Teacher Expectancy Research
The Question of Preponderant Causation in Teacher Expectancy Research
复制标题
教师期望研究中的显性因果关系问题
DOI：
10.3102/00346543046004613
复制
发表时间：
1976
影响因子：
11.2
通讯作者：
T. H. Anderson
中科院分区：
文献类型：
--
作者：
Charles K. West;T. H. Anderson
在本文中，我们提出了教师期望研究的主要内容或组成部分，以及支持期望效应的假设。我们还提出了一系列相互竞争的假设。研究回顾是相关的期望假说和我们的替代假设。例如，一个主要的期望假设是，教师的期望影响学生的成绩。另一种假设是，学生的成绩影响教师的期望。在这篇评论中，提出了一个逻辑模型，使人们能够比较预期对成就的影响，预期的成就，成就的成就，以及作出一些其他的比较。期望研究主要是在这个模型的基础上进行的。应该指出的是，学生自我期望的研究是在这篇评论中被忽视。教师期望效应的因果联系模型
In this paper we present the major elements or components of teacher expectancy research together with the hypotheses that support expectancy effects. We also propose a set of competing hypotheses. Research is reviewed that is pertinent to both expectancy hypotheses and our alternative hypotheses. For example, one major expectancy hypothesis is that teacher expectations influence student achievement. An alternative hypothesis is that student achievement influences teacher expectations. In this review, a logical model is proposed that enables one to compare the effects of expectancy on achievement, achievement on expectancy, and achievement on achievement as well as to make a number of other comparisons. The expectancy research is reviewed primarily in terms of this model. It should be noted that student self-expectancy research is ignored in this review. A Model of Causal Linkages in Explaining Effects of Teacher Expectancies